Recruiting the Next Generation of Hoosier Educators

96631972The following is a guest blog by Indiana House Speaker Rep. Brian C. Bosma (R-Indianapolis).

The single most important factor in student success is an outstanding teacher in the classroom. That’s why our schools need a strong hiring pool of high-quality teachers to ensure Hoosier students have the best chance of success.

To help attract and retain top talent, I authored a new law this year establishing the Next Generation Hoosier Educators Scholarship. This program, which received bipartisan support, is designed to incentivize our best and brightest high school graduates to pursue degrees in teaching and work in Indiana’s classrooms.

Beginning Nov. 1, both incoming and current college students studying education can apply for the scholarship, which awards $7,500 per year toward college costs to those who commit to teaching in Indiana’s public or private schools for five years after graduating.

The scholarship is available to 200 students statewide each year who either graduate in the top 20 percent of their class or earn a score in the top 20th percentile on the SAT or ACT. While in college, students must maintain a 3.0 cumulative GPA and complete at least 30 credit hours per year to continue receiving the grant. Graduates must obtain their teaching license and teach in Indiana for five consecutive years. The commission can make special exceptions for life’s unexpected circumstances on a case-by-case basis.

Students interested in applying must be nominated by a teacher and submit their nomination form to the Indiana Commission for Higher Education. Students are encouraged to complete the nomination form before the application period opens.

I applaud the work of the Indiana Commission for Higher Education and Commissioner Teresa Lubbers in implementing this new program and launching a promotional campaign to spread the word about this great opportunity. Students can visit LearnMoreIndiana.org/NextTeacher for information and to submit an application before the Dec. 31 deadline. The commission is also expected to launch TV, radio and digital advertisements this month.

Indiana’s new scholarship program represents a bipartisan effort with input and broad-based support from lawmakers, teachers and education organizations, including the Indiana Department of Education, Indiana Chamber of Commerce, a coalition of Indiana colleges and universities, the Indiana State Teachers Association, the Indiana Catholic Conference and Stand for Children.

This new program will help our schools attract and retain highly qualified teachers – especially for subjects like STEM and special education. Hoosier students hold the keys to Indiana’s future, and we will continue to work together to strengthen our commitment to students, teachers and schools.

Teacher Legislation Plus ISTEP Panel Update

Indiana educators are among the best and the brightest, and have the utmost important job of teaching our future Hoosier workforce. Last week was Teacher Appreciation Week across the United States. The Indiana Chamber was proud to support many pieces of legislation to help raise up the teaching profession. Many bills sought to provide ways to ease the teaching shortage issue, provide supplemental funding to educators and provide opportunities for teachers to grow in their profession. We look forward to more opportunities during the 2017 session.

caryl ed

House Enrolled Act 1395 not only sunsets the high-stakes ISTEP exam, but it also creates a 23-person panel which will review and recommend an alternative based on the new federal regulations set forth by the Every Student Succeeds Act. The Indiana Chamber worked tirelessly to ensure that the business community had a seat at the table and we are pleased that Indiana Chamber board member and former board chair, Marilyn Moran-Townsend, was recently appointed by Senate President Pro Tem David Long (R-Fort Wayne). Moran-Townsend serves on the Chamber’s Business Higher Education Forum policy committee and has an incredible background in education, including as former chair of the Indiana Commission for Higher Education and a founding member of the Indiana Education Roundtable. Other appointees include:

  • Nicole Fama – principal of Indianapolis Public School #93; Fama will be chair of the board
  • Dr. Jim Roberts – Batesville Community School Corp. superintendent
  • Chuck Weisenbach – principal of Roncalli High School in Indianapolis
  • Brent Freeman – special education officer for Indianapolis Public Schools
  • Dr. Michelle McKeown – part-time assistant professor of education studies at DePauw University
  • Ayana Wilson-Coles – third grade teacher at Eagle Creek Elementary School in Indianapolis
  • Julie Kemp – principal at Chrisney Elementary School in the North Spencer County School Corp.
  • Wendy Robinson – superintendent of Fort Wayne Community Schools
  • Callie Marksbary – Indiana State Teachers Association
  • Melissa Scherle – Indianapolis Public Schools second grade teacher
  • Edward Rangel – assistant principal at Tindley Genesis in Indianapolis
  • Dr. Scot Croner – Blackford County Schools superintendent
  • Dr. Lynne Stallings – Ball State University professor
  • Jean Russell – literacy specialist at Haverhill Elementary in Southwest Allen County Schools, 2016 Indiana Teacher of the Year
  • Steve Baker – Bluffton High School principal
  • Dr. Kenneth Folks – East Allen County Schools superintendent

Also on the panel: Superintendent of Public Instruction Glenda Ritz, Department of Workforce Development Commissioner Steve Braun, Higher Education Commissioner Teresa Lubbers, Senate Education and Career Development Committee Chairman Dennis Kruse (R-Auburn), House Education Committee Chairman Bob Behning (R-Indianapolis) and State Board of Education member Byron Ernest.

The panel will submit recommendations to the Governor and General Assembly no later than December 1, 2016.

Positive Developments on Pro-Teacher/Pro-Student Measures in 2016

26256966There were some notable strong successes on pro-teacher/pro-student issues during the 2016 Indiana legislative session. The Next Generation Hoosier Educators Scholarship (HB 1002) allows the Commission for Higher Education to award college scholarships for up to 200 of the best and brightest future teachers. These students must have graduated in the top 20% of their class and received the top 20th percentile scores on the SAT/ACT exams. Upon graduation, scholarship recipients have the requirement to teach in Indiana for five consecutive years.

While the administration set up the program in HB 1002, the Legislature appropriated $10 million in HB 1001. The Chamber advocated for this program to assist with the potential teacher shortages moving forward. We believe that this legislation is a great first step in recruiting strong teachers into the field as well as helping to raise the profession. Strong teachers lead to strong students, which will eventually lead to strong and talented employees.

Also in the good bucket column is HB 1005, which also sought to assist in the teacher shortage issue by providing career pathways and mentorship opportunities for teachers in Indiana schools. The Chamber stressed that mentorship opportunities can help teachers during their beginning years and have significant application for other professions as well. Mentorship is a key tool in attracting and retaining strong employees in the workforce and it is something that the Chamber thinks could and should be utilized to help with teacher
shortages in specific areas such as STEM and special education.

We also supported language in the bill providing supplemental pay for teachers that take on leadership roles in their schools. Another teacher incentive contained in HB 1005 was the creation of a Dual Credit Teacher Stipend Matching Grant Program for eligible educators who teach dual credit courses and are in the process of obtaining or have finished their master’s degree in that subject area. No appropriation was made this year (likely next year during the budget process).

During conference committee time, Chamber-supported language from SB 334 was added into HB 1005 that would allow for a second application period for voucher students. This way if a student were to change schools during the year, it would ensure that the money truly followed the child – specifically during the second semester. Under previous law, should a student change to a different voucher school (for any reason, including parent’s job relocation, divorce, dropout, expulsion or simply to provide a better educational opportunity or fit for that child), they lose that voucher for the remainder of the school year. By contrast, if a traditional public school student were to transfer to a different traditional public school, the money follows the child for the second semester. The Chamber strongly advocated that no child should be treated any differently based on their school choice.

Opponents argued feebly that the bill was an expansion of the voucher program, but the Chamber stressed that it was merely providing students with fair access to funding for their education and did not change any eligibility requirements. Should a child need to transfer schools – for whatever reason – they should have a right to be educated and have funding follow them appropriately. Language from SB 334 regarding background checks and student safety was also added to the bill calling for a child protection index check requirement to the current system of background checks for new employees of school systems.

Specifically, the language requires that the Department of Child Services must notify a school employer if a potential employee has ever been the subject of a substantiated report of child abuse or neglect, and states that confidentiality agreements between teachers and employers moving forward can no longer protect a former employee regarding any substantiated report of child abuse or neglect.

Chamber-Supported Teacher Benefit Bill Offers More Options for Teachers

96631972HB 1004 was heard in Senate Pensions and Labor Committee on Wednesday; it was amended and then passed 7-4 and now moves to the full Senate for consideration.

The bill establishes the teacher’s defined contribution plan as an account within the Indiana state teachers’ retirement fund and specifies rules and regulations regarding the fund. It also provides that a school corporation may hire an individual to teach if the individual: (1) has a bachelor’s degree with at least a cumulative grade point average of 3.0 on a 4.0 scale in a content area related to the area in which the individual intends to teach; (2) has passed content area licensure assessments required by the Department of Education to teach in the area in which the applicant intends to teach; and (3) has a valid teaching license in another state; provides that the individual is considered a certificated employee; provides that a school corporation may provide a supplemental payment in excess of the salary specified in the school corporation’s compensation plan to a teacher who is, or will be, employed in a position that is difficult to fill by the school corporation; and incorporates some recommendations from the Blue Ribbon Commission regarding solutions to a teacher shortage.

An amendment was adopted to include some recommendations from the Superintendent of Public Instruction’s Blue Ribbon Commission. Another amendment was defeated that would require the supplemental pay provision to be subject to collective bargaining

The Chamber is in favor of giving teachers a choice when it comes to their benefit plans and therefore supports the idea of having the option of a defined contribution plan for teachers. We believe that providing teachers with more options and choices in retirement benefits will be a strong incentive and a perk of entering the profession. It will also leave them with more options if, down the road, they choose to move to a different school district or leave the profession.

We also believe that allowing reciprocity of teaching licenses from out of state will provide an opportunity to address any potential teacher shortage issues in Indiana. It’s another motivation for teachers to relocate here.

Lastly, the Chamber strongly supports the language in the bill that would allow for school corporations to provide additional salary flexibility for high-need positions. The Indiana Chamber has always supported rewarding good teachers for the important job they do. Giving administrators the ability to offer additional payment beyond the standard salary is an important step toward recruiting the teachers we need.

All three provisions in this legislation help elevate the teaching profession and assist with potential teacher shortage issues.

Teacher Shortage Concerns at Forefront of Interim Study Group

Portrait of students taking notes while their classmate is raising his hand

A popular phrase in Indiana these days is the term “teacher shortage.” So much so that the Indiana General Assembly leadership asked the Education Interim Study Committee to schedule an extra meeting on Oct.19 to discuss this issue.

This marathon committee hearing lasted close to nine hours and featured testimony from many people (both from Indiana and around the country). Data is often conflicting – while there may be fewer potential teachers applying to education schools, it seems to be that there are pockets of shortages (in STEM, special education and secondary schools). (In fact, a Michael Hicks/Ball State study released last Wednesday said there was actually a surplus of teachers, except for these specialty areas). Emphasis was also provided – with bipartisan support – on the importance of mentoring, as well as flexibility of teacher pay and grant incentive programs in shortage areas.

The study committee proposed 20 recommendations to be put into its final report of the year – of which 17 were agreed upon. But this does not mean that they might turn into actual legislation during the 2016 General Assembly session. Many of these recommendations dealt with further study, but the biggest recommendation called for new money to be used to increase salaries for teachers and other educators for the first 10 years of their career. However, the 2016 legislative session is not a budget session, which essentially handcuffs the ability to propose any new funding.

All in all, while we do not expect the 2016 legislative session to be dubbed another “education session,” we should anticipate some comprehensive bills when it comes to testing, accountability and teacher shortage solutions. The Indiana Chamber is immersed in these policy issues and is in constant contact with policymakers to ensure that we are part of those discussions.

Teachers Deserve (and Need) Our Support

This column by Indiana Chamber VP of Education and Workforce Development Policy Caryl Auslander originally appeared in Inside INdiana Business.

As we near the beginning of a new school year, what better opportunity is there to celebrate the people who make such a positive impact on so many lives.

I’m talking, of course, about teachers. That makes it all the more troubling to see recent stories about a dramatic decline in education school enrollment, as well as district difficulties in finding qualified teachers for available openings.

The all-too public disputes between the Indiana Department of Education and the State Board of Education are hopefully a thing of the past. There is no worse example, or bigger drain on morale, than adult battles that can – and should – be avoided.

As a wife, daughter and sister of teachers, I see firsthand the passion and commitment they bring to their work. As someone advocating in the areas of education and workforce development, I’m in constant contact with others who share that dedication to seeing all students have the opportunity to succeed.

I’m proud that my employer has a mission that calls for providing “economic opportunity and prosperity for the people of Indiana” and leads an Indiana Vision 2025 plan that boasts Outstanding Talent as its most important economic driver.

I’m pleased that our state has opened new doors for families through the introduction and expansion of charter schools and vouchers. These schools and these programs, like all others in education, however, must continue to demonstrate proven results. There is no room for underperformance in this critical enterprise.

I’m happy that the Indiana Chamber and its allies have helped deliver alternative routes for persons holding professional degrees to share their expertise by becoming teachers. The success stories of these career changers and the lives they impact continue to grow.

I’m encouraged that full-day kindergarten options are in place and that preschool pilot programs are taking off in a few selected counties. The expedient expansion of early education, especially for low-income and other disadvantaged population, is hopefully among the next steps. The results are proven and the need is great.

But what about those teachers? They are the MOST critical factor in each student’s ability to obtain the quality education that allows them to become productive members of society. There is no doubt that more needs to be done to attract, retain and reward the best teachers. “More” includes:

  • Increasing starting pay for teachers to attract the best and brightest to the profession
  • Paying our best teachers more money
  • Directing more than the 57% (as of 2013) of every K-12 dollar that reaches the classroom
  • Providing meaningful feedback and professional development for all educators
  • Celebrating teaching successes and lifting up those who have the greatest classroom impact

While teachers play that crucial role, discussions about public education need to focus on the students. Equal access to quality education and success in school for every child is the most important social justice issue of our time. That quality education is the surest way to break cycles of poverty, transform individual lives, lift up our communities and our state, and attract the best employers and jobs.

Thousands of well-paying jobs are going unfilled today and our future ability to secure the best jobs relies on what we do now to provide educational opportunities for all. Every child, every school and every community benefits when all children are learning and succeeding.

Education is not about public versus private or unions versus politicians. It’s about parents, educators, employers, communities and all others coming together and creating an expectation, opportunity and clear path to success for every child.

Legislative Testimony: Employment for Non-Union Teachers

The Indiana Chamber’s Caryl Auslander testified today in support of Senate Bill 302 – Employment Contracts for Non-Union Teachers, authored by Sen. Pete Miller (R-Avon) and Sen. Jim Smith (R-Charlestown).

The Indiana Chamber has long supported similar legislation allowing employees to choose whether or not they want to join their union. And as such, those that choose NOT to join their respective union for whatever reason should have the opportunity to negotiate their contract outside of the collective bargaining agreement that was set forth by that union – just as any other employee in the state might be able to do.

We feel that this legislation empowers both the employer and the employee to negotiate a contract that works best for BOTH parties.

Teaching Time: It’s All About the Preparation

Many things can be said about teachers. A number of good ones are dramatically underpaid. Some classroom veterans who don't want to adapt likely make too much (simply due to longevity) based on their current contributions.

One of the few things people can agree upon is that a quality teacher is the most important factor in student achievement. With that in mind, it's not only the classroom leaders — but also those who prepare them for their careers — who are under increased scrutiny.

This Stateline story focuses on a growing number of states raising the bar on teacher preparation. It includes the following from Indiana and legislator Dennis Kruse, chair of the Senate Education and Career Development Committee.

In Indiana, the General Assembly this spring approved Senate Bill 409, which requires the state department of education to develop rules, standards and benchmarks of performance for teacher education programs and those who complete the programs. Under the legislation, the state will develop a rating system for teacher preparation programs. State Sen. Dennis Kruse, an author of the bill, said that after the legislature adopted tougher standards for teachers in 2011, lawmakers realized they had to hold the schools who train teachers accountable as well.

“We felt it was not really being fair to the teachers if they aren’t being trained correctly, so we felt we ought go to back to the schools to see which schools of education in Indiana are turning out teachers” who are effective, said Kruse, a Republican. “The ultimate goal is for students to succeed in the classroom and one of the best ways is to have an effective or highly effective teacher teaching them.”

Read the full story to learn about efforts in other states and at the national level.

 

Union Misdeeds, Part I: Teachers Sacrifice Their Own

It appears from two recent stories that some unions should take an oath of "do no harm" to their own members. In Maryland, veteran teachers resorted to extreme measures to earn a 1% pay raise — at the expense of the jobs of their colleagues with little or no seniority. The Education Action Group asserts:

The Harford County (Maryland) school board has agreed to eliminate the jobs of 72 teachers and administrators in order to fund one percent raises for veteran members of the local teachers union.
    
“Although our teachers undoubtedly deserve a fair pay raise, this proposal also comes with a cost—the loss of both administrative and teaching positions,” County Executive David Craig said in a statement, according to BelAirPatch.com.
   
One percent is not enough for one union member.
   
“I appreciate with my whole heart the step that you all have made today, but one percent is $20 that doesn’t fill my gas tank to go to work,” Amy Childs told board members, according to ExploreHarford.com.
   
Of course, that won’t be an issue for the 72 employees who soon won’t be traveling any farther than their couch each morning.
   
Even though the wage agreement is a bad deal for the community as a whole, board members likely felt pressured to approve it. Harford teachers have been picketing for the past two weeks, as well as conducting a “work to rule” campaign, in which teachers limit “their duties and activities to only those specifically required as part of their contract,” Examiner.com reports.
   
Harford teachers refused to “volunteer at lunchtime or, beyond the school day to tutor students or, run extra-curricular clubs and activities. Teachers did not enter school until the start of their contractual time and left immediately after their contracted day was over,” the news site reports.
   
So the veteran teachers had a tantrum and got their way. Their raise will mean fewer teachers and larger class sizes for students, but hey, what do they matter?
   
Needless to say, the layoffs will mostly affect younger employees with little seniority. They may be union brothers and sisters when times are good, but when there’s only so many dollars to go around, older teachers are happy to eat their young.
   
We wonder if the union would have pushed for the raise/layoff deal if the school board had the right to choose which teachers were laid off, regardless of seniority?  Probably not.

Some Findings on Teacher Assessment

The latest newsletter from the National Council on Teacher Quality (NCTQ) includes an interesting piece on teacher assessment. It contends that while hostility is often lobbed at the concept of standards and testing, the greater issue is that teachers aren’t properly prepared for the assessment process.

Here is NCTQ’s study on teacher assessment. And a summary:

Our preview glimpse into what teacher candidates are learning about assessment quantifies (for the first time) the magnitude of a long suspected problem. Before going into the classroom, teacher candidates’ exposure to the task of assessing student learning, including how to interpret results and better plan instruction, is pretty thin–and that includes helping teachers do a better job designing their own pop quizzes, tests and exams.

Looking at 180 elementary and secondary undergraduate and graduate programs across the country, we found only six programs–that’s 3 percent–that appear to provide sufficient coverage of assessment–probably not a surprise to school superintendents or principals, nor apparently to the field of teacher education itself.

The only silver lining after examining syllabi for nearly 500 courses as well as "capstone" assignments required of student teachers was that at least some portion of institutions is exposing teachers to the language of assessment (21 percent). However, almost none of them is exposing candidates to the means of analyzing test results (2 percent) or, even more importantly, coming up with an instructional plan once they’ve done so (1 percent).